The Use of Emancipatory Pedagogy In Teacher Education

Abstract

Teacher education in the United States is historically grounded in a nineteenth century conception of education, influenced to some degree by social Darwinism, and based on an efficiency, scientific deterministic model of teaching and learning.

Using several examples of critical and emancipatory pedagogy drawn from the accounts of school teachers such as Warner, Brown, Searle, Shor and Freire, the author argues that through the study of these teachers, the methodologies and the lessons they teach, teachers receive what they need most "a for instance." These accounts can help all teachers make sense of, and hopefully envision and 'play with' ideas as they create, teach and reflect on their own lessons.